Unit Title:   Communist China and Modern Japan

Unit Publisher:  Teacher's Curriculum Institute: History Alive!
                           Available for loan through UVM Asian Studies Outreach Program

Grade Level:   9-12

Unit Overview:
This unit includes an interactive slide lecture, social studies skill builder, experiential exercises, problem solving groupwork, writing, and group acting to engage students in the history of communist China and modern Japan.  In the first section of the unit, students will learn about Chinese belief systems, evolution of communist rule and aspects of daily life in the Chinese village of Liu Ling in 1962.  The second section allows students to explore the adaptation of ideas and products that Japanese have made over time (ie language, architecture, automobiles, and integrated circuits). They will also examine the rise of modern Japan during the Meiji Restoration, Imperial period and Allied Occupation after World War II as well as Japanese values and education system.  The third secton of the unit allows students to discover the cultural connections between Asian culture and the United state.  Students chart Asian immigration patterns to the U.S., categorize key life experiences and influences according to culture, conduct interviews to learn about what it is like to be Asian in America and also learn to analyze and interpret contemporary  paintings, music, and poetry to reveal Asian American experiences.  The final section is a culminating project that requires students to create a three part storybook examining the extent Chinese, Japanese and Asian Americans lives were improved during this era.

Essential Question
To what degree did life in modern times improve for Chinese, Japanese, and Asian Americans?

Culminating Activity
Students work in pairs to create a three-part storybook examining communist China, modern Japan, and Asian American experiences that answers the question: To what degree did life in the modern era improve for Chinese, Japanese, and Asian Americans?  Storeis are based on fictitious historical characters for each of the three topics-communist China, modern Japan, and Asian-American experiences.  After completing story outlines, the stories will include visuals showing how the characters were affected by key historical events.  The collection of stories should be written for  ten-year olds and demonstrate clear understanding how the unit's key historical events affected people's lives.

Vermont Standards
*The unit addresses these standards  contains checklists etc for assessment but assessment tools (rubrics, checklists etc) will  need to be created to more accurately measure students according to Vermont standards.
Vital Results:
1.3c-Students make connections among various parts of a text, among several texts, and between texts and other experiences
        in and our of school.
1.5aa-Students' use correct grammar; employ a variety of sentence structures, follow conventional spelling; use correct
          mechanics; display few errors or patterns of errors, relative to length and complexity; make only intentional, effective
          departure from conventions.
1.9a-Recount in sequence several parts of an experience or event, commenting on their significance and drawing a conclusion
         from them
     b.  Use dialogue and/or other strategies appropriate to narration
     c.  Select details consistent with the intent of the story, omitting extraneous details
     d.  Establish a situation/plot, point of view,setting and conflict
     e.  Develop characters through action, speech, relationship to others, etc.
     g.  Engage readers by creating a context that makes clear the significance of the story and of its central idea or tension.
4.3- Students demonstrate knowledge of the cultural expressions that are characteristic of particular groups.
4.5aa-Students demonstrate an understanding that perceptions of change are based on personal experiences, historical and
          social conditions, and the implications of change for the future

Fields of Knowledge:
5.14a. Analyze and interpret features of a variety of types of media.
5.22   Students convey artistic intent from creator to viewer or listener.
6.8aa  Analyze and evaluate the causes and effects, processes and patterns of human movements, both chosen and forced
           in the world.
6.10bbbEvaluate how political systems evolve
       ccc Trace the origins and interpret the continuing influences of different political philosophies as they emerged from
             eastern traditions
6.14d.  Analyze perceptions of race, gender, ethnic group and socioeconomic class as forces of unity and disunity

Learning Opportunities:
Multiple Student Roles:  a. Collaborate in both small and large groups
Application and Reflection: f. Opportunities for reflection through a variety of modes (eg.writing, discussion, acting it out)
Multiple Assessment Strategies: a.  Appropriate tools and techniques used for assessing different skills and concepts
Interdisciplinary Connections:  a. Direct experience with "real-world" questions, problems, issues, and solutions that are complex and that cross discipline boundaries.

View Complete Unit:
Contact the UVM Asian Studies Outreach Program if you are interested in viewing or borrowing this unit.
fkido@zoo.uvm.edu

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